Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement

Abstract

The increase in the prevalence of bullying and cyberbullying in recent years worldwide is undeniable. Although several intervention programs oriented towards the reduction of bullying and cyberbullying have been developed and implemented, significant disparities have been found regarding their efficacy. In most of the cases, the lack of the implementation of interventions involving all of the school community could be on the basis of this limited efficacy. The present study aimed to evaluate the effectiveness of the TEI Program, an intervention based on peer tutoring, in the reduction of bullying and cyberbullying, and in the improvement of school climate. The design of the study was quasi-experimental, in which 2057 Spanish students (aged 11 to 16 years) participated from 22 schools, and were randomly assigned to the experimental group (10 schools, 987 students) or the control group (12 schools, 1070 students). The obtained results showed a significant reduction in bullying behavior, peer victimization, fighting, cyberbullying and cybervictimization in the experimental group after the intervention implementation. Similarly, a significant improvement in factors of school climate was found only in this group. The obtained results demonstrated that the TEI program is effective in reducing bully and cyberbully behavior, and at the same time, improving the school climate.

Methodological Analysis of the Effect of an Anti-Bullying Programme in Secondary Education through Communicative Competence: A Pre-Test–Post-Test Study with a Control-Experimental Group

“…Surprisingly, the results showed the presence of differences between the pre-test and post-test in the experimental group, in both dimensions of the instrument, meaning hypothesis 2 and 3 were rejected. These results highlight the significant effect of the ICCC programme on students, which corresponds with the results found in similar studies such as those by Ferrer-Cascales et al [46], Muñoz-Fernández [47], McCoy et al [48], and Siregar et al [49], among others. The development of activities through the use of communicative competence and the associated skills (writing, reading, speaking, and listening) was able to decrease their perceptions of bullying prevalence.…”

“…Ferrer-Cascales et al [46] evaluated the effectiveness of the TEI programme (Tutoría Entre Iguales) which was focused on classmates tutoring in order to improve the school climate. With a control and experimental group of 2389 Spanish students, the results obtained showed a significant reduction in bullying behaviour, classmates victimisation, fighting, cyberbullying and cyber-victimisation in the experimental group after the implementation of the intervention.…”

Adolescents’ Cyber Victimization: The Influence of Technologies, Gender, and Gender Stereotype Traits

“…Furthermore, the findings indicate a need for school-based interventions on reducing cyber victimization. One such promising intervention is the Tutoría Entre Iguales (TEI program) designed to increase school climate and reduce cyber victimization [40]. Implementing the TEI program and other effective programs are important for "battling" cyber victimization among adolescents.…”

Programas de intervención en acoso escolar y ciberacoso en educación secundaria con eficacia evaluada: una revisión sistemática

“…La selección se realizó siguiendo los pasos del diagrama ilustrado en la figura 1. Los programas seleccionados son los siguientes: Cyberprogram 2.0 (Garaigordobil & Martínez-Valderrey, 2015;Garaigordobil & Valderrey, 2018), ConRed (Conocer, construir y convivir en la red) (Del Rey, Casas & Ortega-Ruiz, 2012), JAHSO (Jugando y aprendiendo habilidades sociales) (Caballo, Calderero, Carrillo, Salazar & Irurtia, 2011), ARCO (Aprende a resolver conflictos) (Álvarez et al, 2009), Dando pasos hacia la paz (Garaigordobil, 2009(Garaigordobil, , 2010a(Garaigordobil, , 2010b, Programa de prevención de la violencia (Carpio & Tejero, 2012), Programa de intervención psicológica para la disminución y prevención del acoso escolar (Calderero, 2014), Prev@cib (Ortega-Barón, 2018), Programa CIE (Carbonell, 2017), Programa compañeros ayudantes (Del Barrio et al, 2011) y Programa TEI (Ferrer-Cascales et al, 2019). En la tabla 1 se muestra un resumen de las principales características de los programas seleccionados.…”